Hegemonising Post

ISSN: 2395-5155 International Journal Online of Humanities Volume 9, Issue 3, June 2023
ISSN: 2395-5155 International Journal Online of Humanities Volume 9, Issue 2, April 2023
Received 10 January 2023, Revised 25 March, Accepted 10 April 2023
Received 10 March 2023, Revised 25 April, Accepted 10 June 2023
Hegemonising Post-Humanism and the Future of Education
Dr. Naeema Abdelgawad
Assistant Professor
English Language & Translation Department
Faculty of Sciences and Arts
Qassim University
Buraydah, Saudi Arabia
n_gawad@hotmail.com
Abstract
The distinguished feature of the third millennium is augmenting and endorsing the use of
digitalised tools until they have controlled our everyday style-of-living and, in some way or
another, turned it into a digital one. Literally, smart gadgets have bugged humanity; they have
become indispensable. Furthermore, it is commonly believed that life is impossible without
them. Smart phones that have facilitated human access into the cyberspace have also paved the
way to willing absorption into virtual realms to the extent that they have become the gateway
to effective interaction with life and with peer human beings. By all means, technology is
similar to an over-sweeping tide; technological advancements are numberless and immensely
growing to the extent that it looks as if there would be a special technological innovation for
each living soul.
If few years ago educators were discussing the problems of integrating technology into
classrooms and the issues of training educators to adapt to the new trends, the current problem
DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 1

would be how to make benefit of the available AI technologies instead of denouncing them as
means of ruining the education process. The greatest challenge that educators will shortly
encounter is ChatGPT and Google Bard because they would ruin the zeal for proper
understanding and any exerted effort for researching. As for the Cyberlife Androids, they are
the principal future competitors for educators. Remarkably, if it is alleged that the task of the
Cyberlife Androids with students will never be easy, it should be considered that they are
designed to win. Yet, the greatest obstacle is Elon Musk’s Neuralink brain microchip and the
Chinese Brain Talker implants. Brain microchip technology is expected to be an ipso facto by
the few upcoming years; it would be as vital as smart phones.
Education in a post-human era is a challenging mission. Accordingly, the task of
educators will never be easy. They should be well-prepared for their mission or they would be
replaced by digital versions sooner than expected. Thus, the article sheds light upon the post-
human era with its technological advancements that have a profound impact upon humanity.
It also attempts to propose a preemptive approach to deal with these inevitable technological
leaps that might convert humans into cyborgs lacking proper cognitive knowledge, knowing
that technological advancements are turning into an insurmountable dilemma that require
special measures. The article also endeavours to envisage a friendly techno-human relationship
that would better control the fall into a post-human space.
Keywords: ChatGPT/Google Bard, Open AI, Cyberlife Androids, brain microchip, Web 3.0
I. Introduction:
In his 1961 book Thought Reform and the Psychology of Totalism, Robert Jay Lifton
argues that clichés create a “language of Non-thought” (1989, p. 429) or as he called it
“thought-terminating” when clichés are employed as semantic stop sign that would stop an
argument from proceeding any further, not with a logical viewpoint but with a cliché that

intends to put an end to a debate (Gabbert 2013). Under the sham thought of riding the tide of
the new era, digitalisation and the sweeping technological advancements are functioning as an
all-powerful cliché that would easily promulgate dismissing dissent or justifying fallacious
logic (Bennett 2017). With unmatched exquisiteness, digital technological leaps have created
beta humans whose trust and allegiance are for the smart digital gadgets they possess. The
smarter the gadgets they have, the lesser ability to discover the dissonance of the totalising
power of digitalism with the mega capabilities of the human cognition. Such a digital pitfall
has exposed educators to a greater dilemma; they are neither able to come to reconciliation
with the notions of Gen Z, who irrevocably succumb to the requirements of the digital era, nor
able to upgrade their knowledge or even the available classroom tools so as to create an
inventive education arena.
II. Education Technologies
II.a. YouTube:
Mixed up student-educator situation created cognitive mutual dissonance which major
manifestation is issues of trust and allegiance. For students, they trust their smart devices and
have full allegiance to the digital realms they join thanks to smart devices provides. The
material presented on the diverse YouTube channels and, somehow, on social media, have ever
acted as saviour; simply, they furnish students with the shortest cut for the search for any
required piece of information; these sources are also available wherever and whenever needed
and they are always accessible. In addition, the trove of knowledge on YouTube is expounded
in the least complicated manner. For science students, online videos that project experiments
and even surgical operations present a memorable experience that would be repeated endlessly
and tirelessly. In addition, there are various channels that would present the same piece of
information and each YouTuber has his distinguished style that would attract more views. This

means that there are many educators online and all are available. Students are free to choose
whoever stimulates their capability of comprehending and processing information; online
education channels have “adopted many different styles, formats and genres, creating a variety
of categories that are difficult to classify and that have virtually no creative limits” (León and
Bourk, 2018, p. 1). Virtual educational arena for students is a refuge where they exercise their
uttermost volition, and, hence, it becomes a spot of power where they are determined to learn
through videos no matter if the available content provides some kind of general knowledge.
For them, online sources are a ponderable asset that would produce significant improvement
to the method with which the curriculum subjects are expounded. Furthermore, education
channels poke students’ psychological hunger for freedom and authority.
II.b. Traditional methods of teaching vs machine learning
Educators are in a substantive dilemma. During their undergraduate, or even
postgraduate studies, the academic curricula they study to prepare them to be educators do not,
in so many aspects, consider the wide leaps of technology and its influence upon students. As
for the pre-Gen X educators, they are commonly either still do not trust digital means of
education or unable to adopt innovative approaches, or even both. Let alone the major problem
of training, of which the third world educators suffer the most, schools are not equipped with
labs and tools that would make them up to the new trends of education. Even if there is some
lab that should serve all the grades at one school, administrators disdainfully allow its use or
deem that labs and technological tools are a waste of time compared to the traditional methods
of teaching. There are also some schools that adopted a Bring Your Own Device (BYOD)
strategy in which students bring their laptops and other required smart devices to class so as to
facilitate the educational process and improve the learning experience. However, this solution
is not enough as schools are supposed to be equipped with a network infrastructure that can
accommodate the additional number of devices and that is appropriately secure (Afreen, 2014).

This is only in case of the mindset of the school administrators is open to the validity of using
the advanced technological tools in education. Some other school administrators believe that
projecting videos and helping material excerpts is breach in the educational process. In a word,
the trust and allegiance of the wide majority of educators and administrators are for the
traditional methods of teaching. Evidently, this is exactly contradictory to the tendencies of
students.
Assuming that all the problems of training and administrators have been overcome,
educators are confronted with an exacerbating dilemma; namely, the rivalry of the online
videos/reels with classroom education whether it enfolds digital content. It is a fact that the
quality of the online educational videos does not meet the required educational standards.
Furthermore, the online educational content is not, in the wide majority of cases, compiled,
edited and presented by experts but by laypeople who label themselves as Edpreneurs. The
spreading spirit of social mobility entice common users to generate some content not for the
sake of simplifying knowledge but for the ultimate goal of procuring significant financial gains
reaped out of the increasing number of views. Consequently, it is not expected that all videos
should meet didactic standards or are even based upon school curricula (Kim, 2012).
Edpreneurs hit for attracting subscribers and viewers by all means; hence, it should be expected
that online videos handling educational material might contain somehow twisted or
exaggerated facts for the sake of theatricalising the content and making it more exciting.
All of the aforementioned challenges, and even more, produce a sort of an inter teacher-
student cognitive dissonance in which the contradictory perception of the educational process
and methods are metamorphosed into psychological stress for both parties. The inter student-
teacher discomfort emanates out of emerging disaccord in the ideas and precepts of the
educators and students on the process of teaching/learning, though each party do all in their
power to adjust their means and potentials until the learner-educator perspectives might

become consistent (Dawson, 1999). In the process, both learners and educators become
recipients of innovative methods of teaching. Their major source of discomfort, however, is
compromising their reactions, precepts and beliefs to reach the aspired for optimal method of
education.
II.c. AI Applications:
Though discussions on the improvement of the process of education and creating
student-teacher-viewpoints reconciliation stopped at the use of YouTube and the online
education channels, ChatGPT/Google Bard and the upcoming AI applications hit the set of the
educational assets and beliefs of both the educators and the students with a new uncalculated
for technological leap that proved that the brain microchip implant and even humanoids are an
imminent feasible reality.
II.c.1. ChatGPT/Google Bard
Remarkably, ChatGPT/Google Bard is not an invention that has suddenly hit the world
with an unprecedented information processing system, there has ever been rumors about the
potentiality of developing it. However, it has not been prospected that it would materialise that
soon; it was commonly believed that such a project would remain locked to sci-fi for a longer
period. The preliminary step warning that an AI technology will soon metamorphose into
reality was the wide international use of Chatbots that has established itself as an evitable
concomitant to a customer service webpage or call service. In fact, Chatbot is originally
designed to generate an online conversation simulating a human one through a software
application. As that application could not pass the tests that would make it adequately maintain
a natural conversation with human partner, Chatbot systems have been slowly upgraded to
produce mechanical conversations according to certain data and rules via text or text-to-speech
instead of providing direct contact with a live human agent (Caldarini-Jaf-McGarry, 2022). In

1994, Chatbot has been invented with the intention to create virtual human interface
incorporating real-time animation as well as speech and natural language processing (Maudlin,
1994, pp. 16). Chatbot systems are not a satisfactory provider of knowledge; they function as
an assistant with very limited capabilities that cannot run a fully autonomous dialogue. As a
virtual human interface in a customer service position, it can only make use of common
phrases; scan for some general keywords that would collect information; and help routing or
provide assistance according to the database or the library to which the Chatbot system is
associated. Though useful, Chatbots assistance is not intelligent and its assistance, in most
cases, would not be complete without the intervention of humans who would solve problems
or tricky matters.
ChatGPT, which has appeared before Google Bard, is an advanced type of Chatbot that
has finally passed the Turning test1 and started to tackle the incomplete responsibilities of
Chatbot after being re-evaluated. Compared to Chatbot, ChatGPT is a natural language
processing tool that has been enabled by AI technology to maintain a human-like conversation.
Unlike Chatbot, ChatGPT potentialities exceed that of Chatbot; it can compose emails and
essays. Moreover, it has the ability to write poems, noting that it has not been furnished yet
with revolutionary database that would enable it challenge human poetry writing. As for
drawing paintings, it also has the ability to produce them similar to other available online
programs that generate images from mere written prompts.
Since its release in November 2022, the new Chatbot system, which has been given the
name “ChatGPT,” proved to the world that it will not be a mere search assistant granted with
limited abilities, it has confirmed that it would assume that role of an indispensable technology
1
The Turning test was developed by Alan Turing in 1950. He originally labelled it the
imitation game because it is designed to test the machine’s ability to exhibit intelligent
behavior compared to that of humans.

for all the humanity. For students, it entices them to be the primary companion and source of
information. Unlike the Youtube educational channels, ChatGPT, and now the more advanced
Google Bard, will provide learners with whatever information, and well-articulated and
organised researches they demand. ChatGPT and Google Bard can also solve the most
complicated mathematical problems and tests in a matter of second. As for the role of the
students, it is only demanding while this AI technology executes whatever order. ChatGPT and
Google Bard are a transformative power that would change the face of humanity.
[In] artificial intelligence . . . machines are made to behave in
wondrous ways, often sufficient to dazzle even the most experienced
observer. But once a particular program is unmasked, once its inner
workings are explained . . . its magic crumbles away; it stands revealed
as a mere collection of procedures . . . The observer says to himself "I
could have written that". (Weizenbaum, 1966, p. 36)
New innovations at the beginning seem bizarre and, certainly, create a disruption to the
familiar systems. However, by the passage of time, new innovations become integral to
everyday aspect of life. In confirmation, Bill Gates has described ChatGPT as “fundamental
as the creation of the microprocessor, the personal computer, the Internet, and the mobile
phone”. He also added, "It will change the way people work, learn, travel, get health care, and
communicate with each other." (qtd. in Gerken, 2023).
In the modern era, ChatGPT/Google Bard is deemed one of the very few controversial
technological innovations; it has stimulated a world curiosity to the extent that it “has become
a global phenomenon for its wide range of capabilities, from crafting realistic art to passing
academic tests to figuring out someone's taxes” (Kim, 2023). Along with its unmatched
capabilities, however, it has raised many social and international fears that has geared Italy to

call for banning it temporarily and seduced Elon Musk among other experts to urge a halt in
AI training; especially the AIs above a certain capacity for at least six months (Vallance, 2023).
Based upon the wide growth and the widespread adoption of ChatGPT, world fears has
been stimulated though the available version is a mere pilot system of a more developed AIs
that would be launched soon as a commercial product; new AI systems would be characterised
with a more developed and much comprehensive database that would generate more coherent
and improvised texts; Google Bard is an example. Open AI, the American artificial intelligence
(AI) laboratory, in its zeal for creating a deep learning movement, revealed that its objective is
moving “humanity closer to building real AI in a safe way” (Metz, 2016). Nonetheless, it seems
that the AI experts and professionals when developing an innovated natural language and
answering AI systems did not put into consideration the consequences of the invention and
how to manage its pitfalls. Future of Life Institute, a not-for-profit organisation, which declares
that its mission is to "steer transformative technologies away from extreme, large-scale risks
and towards benefiting life," has been provoked by the launch of the pilot AI system Chat GPT.
In accordance, its luminaries signed a letter in which they warn against the future risks of more
advanced AI systems. In the letter they confirm, "AI systems with human-competitive
intelligence can pose profound risks to society and humanity" (qtd. in Vallance, 2023).
Undoubtedly, the stance of the luminaries as well as that of Elon Musk and the other experts
is compared to of the position of the educators; they believe that it is “a threat to integrity which
opens the door to cheating and plagiarism” (Kirk, 2023). Yet, the zeal of the Open AI
laboratory professionals reflects that of the Chat GPT users whose numbers in just few weeks
multiplied to tens of millions. They believe that its use will be “a tool to enhance
learning and reduce teacher workload” (Kirk, 2023). The nuanced perspectives over its use did
not stop its leap from version 3 to 4 in, literally, a couple of months; this is an evident indication
that the will-be-soon introduced AIs are as hugely transformative as Google was in 1998.

II.c.2. Brain microchip
It is not only the AI systems that would indelibly change the future; educators have to
consider other AI inventions, at the top of which is Elon Musk’s brain microchip implant. In
July 1999, Elon Musk has unveiled that his brain implant project; he has defined it as his “most
sci-fi project thus far” (qtd. in Metz, 2019). The brain microchip has been created by his brain-
computer interface startup Neuralink. It is designed to be implanted by a surgical robot into
the human brain so as to produce electrocodes through which the users will control
smartphones and other digital objects as the chip would collect electrical signals sent out by
the brain and interpret them as actions. (Metz, 2019). In 2020, Musk revealed that his project
will be ready in one year confirming that he has already tested it on rats and monkeys. His
declaration, yet, unveils that he has already tested the microchip on human volunteers. Though
Musk intends with his project serving quadriplegics, it is not certain that only this category
will make use of it; especially when it becomes ready for commercial use. It is inevitable that
it would turn into a luxury item, the same way cosmetic and dermatological procedures; i.e.
plastic surgeries, fillers and Botox, are today.
According to Musk, the microchip which is compared to any nondescript hearing aid
but implanted into the human skull will “enable electrocode threads to interface with certain
areas of the brain” (Eadicicco, 2020). In addition, through these same electrocodes, it
interfaces the brain with all the smart devices such as smart phones, computers and all the
digital objects without even blinking; the interfacing process is more like how telepathy works.
This human-AI telepathy would also become “conceptual telepathy” as two people, or more,
would “communicate electronically by thinking at each other instead of writing or speaking”
(Shankland-Ryan, 2020). In short, in the near future, there would be “symbiosis” between
humans and AI, as Musk describes the situation (qtd. in Shankland-Ryan, 2020).

• Musk’s microchip project is not a science-fiction vision; it has been
materialised in another country outside the domain of Musk’s company Neuralink. In China,
during the World Intelligence Congress, a more advanced brain microchip has been unveiled.
Challenging Musk’s brain-computer interfaces, the Chinese brain microchip, which has been
dubbed “Brain Talker,” picks “out the brain's neural signals from background noise,” which
means that it requires only thinking to control any digital object. In simple terms, the Brain Talker
picks out “small electrical pulses in the brain and quickly decodes them into signals that a
computer can interpret.” Furthermore, the Brain Talker is “smaller, faster and more efficient than
existing brain–computer interfaces” (Randall, 2019). At that same conference, it was announced
that the chip would be used for education, medical treatment, entertainment, and security
purposes. The Chinese device is expected to be one of many other devices that technologically
advanced countries develop. In other terms, Human-AI symbiosis is inevitable.
II.c.3. Web 3.0
The forthcoming symbiosis is endorsed by Web 3.0 or the Third Generation of the
Worldwide Web (www) that would be a decentralised version. Unlike the read only webpages
version of Web 1.0 that was introduced to the world in 1991 with its limited range of information,
Web 2.0 superseded that “static web” in 2004 allowing interactive features that were primarily
used in social media granting it worldwide popularity. Late in 2005, the launch of the YouTube
disrupted the technology standards as it “marked the internet’s departure to an era of dynamic
content. Users could now interact with web pages, communicate with each other and create
content.” The experience became more personalised when smartphones followed in 2007
(Ashmore, 2003). For almost twenty years, there are a wide sector of people, especially the
educators, who still struggling to adapt to Web 2.0 considering it an unprecedented revolution.
The features of Web 3.0 are expected to produce more radical disruption; Web 3.0 is principally

designed to serve AI purposes with its decentralised experience that aims at creating peer-to-peer
interconnection excluding the role of the intermediaries and the surveillance of the authorities.
In Web 3.0, data is stored securely and distributed across many devices,
removing the need for centralized servers. Such a design also reduces the
risks of massive data leaks because data is no longer centrally stored —
making it more resilient to compromise. (Exper.ai, 2022)
Privacy and uttermost ownership over the data and digital assets are guaranteed in Web
3.0 and the users’ transactions are secured and untrackable. Another crucial characteristic of
We 3.0 is that it provides a “data-driven Semantic” that is intelligent and able to “adjust to the
individual needs of each person experiencing it. Web 3.0 promises to be more dynamic and
interactive” (Exper.ai, 2022).
Web 3.0 is the linking asset that serves all the AI future technological innovations; it will
be more effective with ChatGPT/Google Bard and it will facilitate the inter human and inter
human-machine telepathic communication when the brain microchip/Brain Talker is implanted
into human brain. It should not be assumed that the brain-machine interface technology (BMI)
would be opposed; there is already a segment of people who are enthusiastic about BMI,
including members of the Transhumanist movement (Shankland-Rayan, 2020).
III. Ed-Tech Product Innovations and Deep Learning Movement
Invasive AI technologies and applications are all ed-tech product innovations that serve
the deep learning movement that is only a branch of the broader machine learning methods; it
is based upon artificial neural networks along with representation learning, noting that the latter
is meant to allow a machine to learn the set of techniques that detect human responses to any
phenomenon or situation; i. e. ‘features’ as called in deep learning concepts, then use them to
perform some specific task (see LeCun et al., 2015). These ed-tech innovations would re-
transform humanity; it converts humans into what is termed as “cyborgs” who are the result of

merging humans with machines; the final product is a hybrid of sorts (Gohd, 2017). The new
breed is semi-human because there are some mechanical/robotic parts integrated into human
body to extend its capabilities, and these parts are not easy to remove. Currently, the non-
organic attachments to the deficient human body; such as the new version of prosthetic limbs
or, somehow, heart-peacemakers, might be also accounted as robotic parts because they
function better than the original ones. Thus, they turn humans into cyborgs, yet, of sorts.
Remarkably, The BMI will accelerate converting humans into real cyborgs; especially after
the commercial use of ChatGPT/ Google Bard and any other AI technologies due to the fact
that humans will maintain the characteristics of living human beings and those of an AI robot.
Cyborgs are “self-sufficient, self-aware descendants of today’s robots and artificial
intelligence systems” (Powell, 2019). In other words, they are enhanced humans who perform
tasks that a natural capabilities of a human body cannot. Nowadays educators should accept
the idea that future generations will be cyborgs.
IV. Future Educators:
The Ed-Techs would not stop at the use of ChatGPT/Google Bard, or any other similar
systems, into the educational process. It would not also stop at transforming humans into
cyborgs when integrating the BMI into their brains. Similar AI technological transformations
related to the education system will be also applied upon the educators. Launching
ChatGPT/Google Bard has accelerated the pace of digitalising our human world and gave more
reign to a post-human era.
IV. a. Virtual AI Educators
Virtual AI characters are coming to the fore paving the way to a full human-AI
symbiosis. AI generated news presenters are finding their way to the real world, the Kuwaiti
news presenter Fedha is just a beginning (“AI generated news presenter,” 2023, The

Guardian). A more terrifying experience is the appearance of an AI Tom Brady, an AI
generated simulation of the NFL quarterback Tom Brady, at the Dudesy show, which is an
improvisational humor podcast run by AI, with some human guidance. Knowing that Brady is
targeting stand-up comedy career, his AI generated version improvised a comedy skit that has
genuinely emulated the human-made ones (Lawrence, 2023; Scott, 2023). If AI generated
characters similar to the Kuwaiti news presenter and Brady do not look convincing enough,
though AI enabled them to emulate human logic, the virtual K-pop girl solos and bands are a
replica of real humans but exist in the virtual world (Lee-Hemphill 2022). Theirs is an
impeccable full human appearance that made them believable enough to the extent that they
have gained millions of views in a very short period. Accordingly, it would not be strange if
there would be soon some virtual character educators.
IV. b. (CGI)/Anime
Educators, currently, emphasise that students prefer YouTube and multimedia
presentations or E-learning tools to traditional classroom teaching. It was also proved that such
means improve the learning outcome (Malhorta-Verma, 2020; Golchai et al. 2012). Moreover,
students evaluated that digital animation and videos is more useful and superior to textbooks
in respect of representing quality eligible information material (Flores et al., 2013).
Accordingly, the shift to animated educator would not be difficult for the near future
generations; it would be even preferable because it would spare students of the stress of severe
regulations and/or tolerating a moody or grumpy teacher. In the age of wide freedoms, students
are given the right to choose not only their dress code, speech and gender identity but also their
identity, no matter if this happens on daily basis or permanently, as is the case with Anthony
Loffredo, aka “the Black Alien.” 2 Students aspire that the range of this freedom should include
2
Anthony Loffredo, aka the “Black Alien” is a Frenchman who transformed his human appearance into an
extraterrestrial one by undergoing bizarre body modifications.

the identity of the educator. In the YouTube world, they are able, somehow, to materialise the
freedom of choosing their educators and changing them whenever they like. In the world of
animation, yet, the very essence of freedom is found; students would be able to change the
character of the educator to that of a computer generated imagery (CGI) or a virtual character
they prefer, knowing that they would also be able to endow any character of their choice with
the personal qualities that meet their personal tendencies. In this respect, an anime future
educator might have the looks of a parent, grandparent, friend or even a celebrity who owns
personal characteristics and style of explaining complicated information that are engaging and
entice students to accept whatever they expound. In fact, choosing the appearance of the
educator, whether it would be a computer generated imagery (CGI) or a virtual character would
not be hard job for anyone, as the AI technological applications would help students generate
CGIs and virtual characters; the process would be as easy as creating a profile on social media.
Based upon the fact that students during the process of learning prefer animation videos
to textbooks, and certainly to teachers (Flores et al., 2013), the shift to fully animated education
would not be difficult. The millennials and Gen Z already prefer anime, as the grossing adult-
oriented animated films reveal, let alone the children-oriented ones (see “Animation Industry,”
Gitnuxblog, 2023; “Animation Statistics,” abdalslam, 2023). The integration of animation with
AI accelerates the pace of creating the aspired virtual world that would spare humans;
especially students, of the stress of dealing with other human beings, not to mention the bullies
who make it difficult for kids to go to school. As for the feeling with loneliness, it is a
disappearing sentiment as world societies; especially during the long COVID-19 lockdown,
got used to loneliness that is replaced with effective interaction with the virtual realm. In short,
technological, social and psychological circumstances along with the rapidly developing AI
versions push humanity to a cyber-reality.
IV. c. Humanoids

Unlike the Honda ASIMO humanoid (“ASIMO by Honda,” 2023), which is a bipedal
intelligent humanoid robot, the accelerating AI technologies will make humanoid (human-like)
Androids possible. As intentional/unintentional prank, there was a wide-spreading video on
YouTube, in which a human interviews the humanoid Android Chloé. In the interview, she
asserts that she only needs a soul to become full human (see “Detroit Become Human,” 2018;
and, 2023). Genuinely, the accelerating deep learning movement pushes AI technology to
ramify in every aspect of life. AI gave birth to ChatGPT which version 4 in few months was
introduced and version 5 is on the way, and it also made the virtual Tom Brady character
intelligently improvise a skit. Accordingly, it would not be difficult to develop a humanoid,
robot/Android as the AI brain is there so as the prosthetic limbs are available. Evidently, the
ex-machina robots will materialise in the few upcoming decades.
V. Near Future Education System
Shifting the education system from traditional learning to the deep one is extremely
close. The lockdown years during the COVID-19 pandemic taught every single person on the
planet that digital life is the safest refuge. For students, even after the lockdown, online classes
are still demanded; freedom and virtual life aspects are becoming more popular. The complaint
of the lack of digital facilities and infrastructure at schools are surmounted by students
themselves; they voluntarily bring their smart devices to class because they already use them
outside it. Thus, bringing personal devices to class make students more comfortable, as they
simulate their outside-school comfort zone.
Instead of repeating complaints of facilities, educators should prepare themselves to
the sweeping tide that ChatGPT/Google Bard and the concomitant AI technological
applications will produce. Objections against its use at school will never change the fact that it
is already available and students use it, as well as educators when preparing their course

material. The availability of the devices that enable entering the AI realms is not a hindrance,
the real hindrance is the availability of educators who are able to cope with highly accelerating
digital advancements.
Concerns towards full coverage of the curricula through videos will vanish when BMI
technology is applied. Implanting brain microchip/Brain Talker will be as easy as going to a
beauty salon to be injected with BOTOX, thanks to the robotics. Thus, students will be open
to the whole magnanimous quantities of knowledge available on the internet and they will feel
that there is no need to memorise any piece of information, as long as all is available,
personalised and private, due to the chracteristics of Web 3.0. Moreover, disparities between
the rich and the poor nations in respect of educationsystems and education facilities will almost
lose their importance; technology is fast-spreading and easily-adopted like a very contagious
disease. Consequently, privileged education technologies will not be only available for the
rich; ChatGPT/Google Bard and similar AI systems will create a kind of equity, in respect of
availability.
Nonetheless, the tremendous problem that would confront the worldwide systems of
education will be penetrating the thick walls of any education arena where students are cyborgs
who communicate telepathically while educators are AI virtual characters or Androids. The
sweeping tide of the AI powerful systems; i.e. ChatGPT and Google Bard harbinger the fact
that robots will replace humans. “Studies show some jobs—surprisingly, some traditionally
white-collar work—may be heavily impacted” (Johnson, 2023). A recent report from
‘Goldman Sachs’ estimates that “around 300 million jobs could be affected by generative AI,
meaning 18% of work globally could be automated—with more advanced economies heavily
impacted than emerging markets” (Johnson, 2023). Undoubtedly, the profession of a teacher
will be one of the ‘jobs’ that robots would assumed. As for students, if they are handed over to

AI, they will no long become smart beings and will give the chance to AI to exterminate the
humanity.
VI. Preemptive ‘symbiosis’:
It has never been late or impossible to change fate as long as wise humans insist on
keeping sane logic. Preserving such a category of wise humans who know how to control the
Artificial Intelligence whenever it attempts to enslave humanity requires keeping human
cognition and faculty of thought impeccable. Educators and elders should accept the idea that,
in the future, acquiring knowledge will be the easiest task that would even be performed
without the need to know how to read and write; the BMI with the help of the AI Web will
perform that task. Tendency toward acquiring uttermost freedom became substantially
overwhelming to the extent that future generations might be enslaved by the AI digital
machines under the sham motto of exercising their freedom of choosing the course of their life.
To overcome this intricate situation, educators should not lose their position as
controllers; however, their task will be more complicated and requires a generation of
educators who are not only equipped with mere educational knowledge, but also with aptitude
in digital and psychological studies. Educators should be prepared to be the supervisors of the
AI digital educators whether in form of virtual characters, Androids or robots. They should
also be the seminal educators of children. In the future free world that is controlled by AI,
humans will be ignorant, no matter whether they possess the most advanced databases or the
latest AI technological devices. To preserve the future generations of consummate illiteracy,
students, in the very early stages of education, should be taught to develop the faculties of
cognition and thought. Through cognition, they will set their aims. As for thought, it will assist
them grope their destiny among a world that does not give them a chance to think. Coupling
cognition with thought paves the way to metacognition which is the intentional process of

thinking about one’s own thinking and learning. Thus, metacognition is “the knowledge and
regulation of one’s own cognitive processes, which has been regarded as a critical component
of creative thinking” (Jia et al., 2019).
Creative thinking is the human faculty that distinguishes man from AI technologies that
attains its supremacy out of the stored human creative databases, experiences, speeches or even
emails. AI devices only process the information they receive, while humans are capable of
thinking about whatever their cognition perceives. The future AI realm is keen to create mere
cognitive beings, though “cognition … belongs to all, and not only to intellectual or artistic
work processes; . . . , it is a process with a beginning and end, whose usefulness can be tested,
and which, if it produces no results, has failed” (Popova, 2016). Thus, the major task of future
educators, in their capacity as surveillance body, would be developing creative humans who
are capable to process the givens of their realms and creatively think about how to make use
of them. In accordance, AI technological devices will ever remain subservient to man.
VII. AI-Friendly Future
In fact, the world appalled reaction to the accelerating AI technological achievements
is reminiscent of what happened during the First Industrial Revolution that began at the second
half of the 18th century (about 1750-1760). There was also a sweeping rejection as well as
doubting and apprehended reaction to the mechanical machines that would replace the human
beings. The same doubts rose at the invention of the calculators and computers but in a toned
down manner. In other terms, the first leap to any new phase is the most difficult one.
Surprisingly, the developers of the AI technology express similar fears, the same as
anyone else. At May 2nd, 2023, the seventy five years old Geoffrey Hinton who is deemed
“British Godfather of AI, QUITS Google over fears the 'scary' tech he pioneered 'may soon be
more intelligent than us' - as scientist likens himself to Oppenheimer creating first atomic bomb”
(Andrews, 2023). He regrets helping create the AI systems that established the basis of ChatGPT

and GoogleBard. Unlike the common situation during the First Industrial Revolution, it is the
developer, not the people, who “fears” that AI systems “could prompt the proliferation of
misinformation and replace people in the workforce” (Andrews, 2023). Compared to Geoffrey
Hinton’s situation is Elon Musk’s who principally believes in and develops technological leaps
through his Neuralink; "The future is going to be weird," emphatically says Musk (qtd. in
Shankland, 2020).
Unfortunately, nobody can turn the clock back; the AI technology has been thrown on
humanity exactly like an atomic bomb; therefore, we have to develop an AI-friendly symbiosis;
noting that we have no other choice. Discussing sci-fi uses of Neuralink, Musk says, "In the
future you will be able to save and replay memories,". . . "You could basically store your
memories as a backup and restore the memories. You could potentially download them into a
new body or into a robot body." In accordance, instead of giving the chance to the AI
technology to make use of human memories and actions without giving ourselves the chance
to control and manipulate them, educated future cyborgs should through metacognition use
this information to guide their peers. Guidance and surveillance is the job of the educators. The
accelerating advanced versions of ChatGPT and Google Bard made sci-fi possibilities a near
future reality. Education and the role of the educators is very complicated. However, they have
to cope with the bumpy position of man after being hit by the atomic bomb of AI technology.
The task of the educators would be easier if they hoard the conviction that the AI technological
achievements evolve the humanity into Nietzsche’s superior species of Übermensch or
‘supermen’ (see Nietzsche, Thus Spoke Zarathustra, 1883).
VIII. Conclusion:
The occurring world turbulence, due to availing AI technology to public use, has
produced a tremendous disruption which aggravating consequences have not been fathomed

yet even by its developers. The sector of education is the primary front that would receive the
harshest strikes. AI technologies at the hands of the public would create an endless warlike
world arena in which, like a video game, the victorious will be the one to jump to another level,
while the loser will be totally crushed. Henceforth, in a world that have been suddenly hurled
into a sci-fi realm, due to the sudden public introduction of unprepared for AI technology, sane
human intelligence is the most precious trove that would enable humanity to be victorious in
each level of the advancement game. Accordingly, the task of educators is crucial and
necessitates immediate integrated efforts in which the system and the executive bodies/staff
would collaborate to catch up with the accelerated pace of the AI leaps.
Plans to integrate mobiles, Youtube, and also ChatGPT/GoogleBard in the classroom
arena are all fine. The educators who are able to perform that hard task should be appreciated
because integrating those technologies in the classroom require personal resilience and sincere
attempts to upgrade the education system/material that has principally obliged them to upgrade
their education beliefs and ideologies. Nonetheless, all such technologies guarantee that
students remain mere cognitive recipients not a thinking and creative human beings who are
destined to be evolved into cyborgs. As a consequence, the separate efforts of the enthusiastic
educators must be the norm that all the educators should follow. Students should be trained to
use the available deep learning means and systems.
It should be taken into consideration that today’s students are the cyborg educators of
tomorrow. Thus, students should be taught how to lead and how to guide, instead of being led
and misguided by the AI devices. It would be heartbreaking if the future will be led by ex-
machinas; namely, robots and humanoid Androids with uttermost advanced AI systems. If this
happened, humanity would be subservient to AI machines; a situation that evidently indicates
that humanity has terminated itself with the hands of humans who created the dystopia.
Henceforth, the common objective of education bodies and educators must be preparing

students, who are the future generations, to be hard core leaders. Leadership is only attained
through developing and endorsing the faculty of thought and metacognition in the current and
future generations. Thought and sane reason are the line of demarcation between humans and
the other living beings. As for metacognition, which opens the gates to creative thinking, it is
the feature that would provide the humanity with distinguished human beings whose ardent
intelligence keeps them ever smarter than the AI machines.
In brief, the task of current educators should be more of guidance than traditional
education so as to help the nowadays generation to overcome the setbacks that the AI
technologies have compulsively imposed. Surviving the consequences of the highly advanced
AI systems by preserving human beings smarter than the AI machines would make Nietzsche’s
type of Übermensch the common norm of the future human beings. However, if our nowadays
education systems/educators could not maintain and develop the faculty of thought and
metacognition in the current and future generations, humanity would exterminated; human
beings would be subservient inferior beings to the AI machines that their smart ancestors have
created.

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ISSN: 2395-5155 International Journal Online of Humanities Volume 9, Issue 3, June 2023

Hegemonising Post-Humanism and the Future of Education

Dr. Naeema Abdelgawad

English Language & Translation Department

Faculty of Sciences and Arts

Buraydah, Saudi Arabia

become indispensable. Furthermore, it is commonly believed that life is impossible without

similar to an over-sweeping tide; technological advancements are numberless and immensely

each living soul.

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 1

the few upcoming years; it would be as vital as smart phones.

Education in a post-human era is a challenging mission. Accordingly, the task of

that would better control the fall into a post-human space.

argues that clichés create a “language of Non-thought” (1989, p. 429) or as he called it

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 2

inventive education arena.

II. Education Technologies

Mixed up student-educator situation created cognitive mutual dissonance which major

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 3

whoever stimulates their capability of comprehending and processing information; online

channels poke students’ psychological hunger for freedom and authority.

II.b. Traditional methods of teaching vs machine learning

Educators are in a substantive dilemma. During their undergraduate, or even

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 4

traditional methods of teaching. Evidently, this is exactly contradictory to the tendencies of

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 5

recipients of innovative methods of teaching. Their major source of discomfort, however, is

Though discussions on the improvement of the process of education and creating

student-teacher-viewpoints reconciliation stopped at the use of YouTube and the online

imminent feasible reality.

II.c.1. ChatGPT/Google Bard

concomitant to a customer service webpage or call service. In fact, Chatbot is originally

designed to generate an online conversation simulating a human one through a software

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 6

Chatbot after being re-evaluated. Compared to Chatbot, ChatGPT is a natural language

programs that generate images from mere written prompts.

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 7

[In] artificial intelligence . . . machines are made to behave in

wondrous ways, often sufficient to dazzle even the most experienced

observer. But once a particular program is unmasked, once its inner

workings are explained . . . its magic crumbles away; it stands revealed

as a mere collection of procedures . . . The observer says to himself "I

could have written that". (Weizenbaum, 1966, p. 36)

communicate with each other." (qtd. in Gerken, 2023).

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 8

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 9

II.c.2. Brain microchip

computer interface startup Neuralink. It is designed to be implanted by a surgical robot into

plastic surgeries, fillers and Botox, are today.

would “communicate electronically by thinking at each other instead of writing or speaking”

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 10

• Musk’s microchip project is not a science-fiction vision; it has been

advanced countries develop. In other terms, Human-AI symbiosis is inevitable.

II.c.3. Web 3.0

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 11

risks of massive data leaks because data is no longer centrally stored —

making it more resilient to compromise. (Exper.ai, 2022)

interactive” (Exper.ai, 2022).

human-machine telepathic communication when the brain microchip/Brain Talker is implanted

including members of the Transhumanist movement (Shankland-Rayan, 2020).

III. Ed-Tech Product Innovations and Deep Learning Movement

DOI: 10.24113/ijohmn.v9i3.268 © 2023 Naeema Abdelgawad Conflict of Interest Policy 12

Cyborgs are “self-sufficient, self-aware descendants of today’s robots and artificial